Dr. Todd Busch is an Assistant Professor of Special Education at Minnesota State University, Mankato.  He has expertise in curriculum and instruction and has published several articles and presented at national, state, and local conferences on the topics of Curriculum-Based Measurement and student progress monitoring. 

Dr. Joe Dimino has 30 years experience as a general education teacher, special education teacher, administrator, behavior consultant, and researcher. He has extensive experience working with teachers in the areas of early literacy, progress monitoring and reading comprehension.

Dr. Pam Fernstrom is a Professor of Special Education at the University of North Alabama. She has over 25 years of experience in accommodating student diversity in the general education classroom and student progress monitoring.

Dr. Tracey Hall is a Senior Research Scientist/Instructional Designer at the Center for Applied Special Technology. She has expertise in instructional scaffolds and progress monitoring and is currently part of an OSERS-funded model demonstration project using progress monitoring in early reading instruction.

Dr. John Hintze, Associate Professor in the School Psychology Program at the University of Massachusetts, has done extensive writing on behavioral and functional analysis, including curriculum-based measurement monitoring.

Dr. Michelle Hosp is an Assistant Professor in the Department of Special Education at the University of Utah . Her background is in school psychology and her current research is in the areas of assessment and reading. She has published articles and conducted workshops both at the state and national level on implementing progress monitoring.

Dr. Erica Lembke is an Assistant professor in the department of Special Education at the University of Missouri. She has 10 years of experience as a teacher and researcher in the field of special education. Her research interests include developing strategies to improve elementary special education students' reading performance and progress monitoring in basic academic skills (reading and writing in particular) for elementary, middle, and secondary students. She has published articles and conducted workshops both at the state and national level on implementing progress monitoring and effective inclusive practices.

Dr. Laura Saenz is an Assistant Professor in the Special Education Department at The University of Texas Pan American. She has over ten years experience working in the field of special education. Her latest research is on peer-assisted learning strategies on English language learners with learning disabilities.

Dr. Pam Stecker is an Associate Professor at Clemson University and has been teaching for more than ten years. She has published 11 peer-referred articles, presented at 23 national conferences, and conducted 13 workshops in consultation with public schools across the country on progress monitoring.